2025 Early Hearing Detection & Intervention Conference
March 9-11, 2025 • Pittsburgh, PA
DAVID L. LAWRENCE CONVENTION CENTER
| Utilizing Play to Promote Theory of Mind, Social/Emotional Development, and Cultural Awareness
Utilizing Play to Promote Theory of Mind, Social/Emotional Development, and Cultural Awareness
Play is a meaningful context in which deaf or hard of hearing (DHH) children learn language, engage with cultural influences, learn the perspectives of others, and develop social skills. In today’s classrooms, we serve students from diverse backgrounds. Through play, children learn critical skills through peer interaction, which can help build cultural awareness (Miskiel et al., 2023, Ray et al., 2022). When a child uses their imagination to play, they can share their perspectives and cultural influences with their peers. Additionally, children learn Theory of Mind (TOM) through play. TOM consists of many layers. Understanding these nuances is important for teachers to create immersive play experiences and help children develop the skills they need to successfully interact with peers and understand cultural differences. The elements of TOM are naturally brought out when children play together, and teachers can facilitate interactions that highlight children’s cultural beliefs and perspectives. Within early childhood classrooms, teachers can encourage DHH children to interact and share their culture with their peers. Research shows that teachers can foster the development of social and emotional skills through play, including the development of empathy for others, listening for understanding, and sharing their own points of view (Miskiel et al., 2023, Ray et al., 2022). Our poster presents ideas for teachers to utilize play to develop cultural awareness, social/emotional skills, and TOM for DHH children.
Miskiel, L. W., Perry, L. K., & Messenger , D. S. (2023). 2023 AG Bell Global Listening and Spoken Language Virtual Symposium. In Peer Interaction/Language in Inclusive Auditory-Oral Classrooms (pp. 1–36). Miami, Florida; Clinical & Translation Science Institute.
Ray, D. C., Ogawa, Y., & Cheng, Y.-J. (Eds.). (2022). Multicultural Play Therapy: Making the Most of Cultural Opportunities with Children (1st edition). Routledge.
- Identify ways to develop cultural awareness through play experiences
- List three strategies for developing social/emotional skills through play experiences
- Explain how Theory of Mind (TOM) can be developed through play experiences
Presentation:
3545975_18281DorieNoll.pdf
3545975_18281PaulaAlmeida.pdf
Handouts:
Handout is not Available
Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Paula Almeida
(Primary Presenter,Co-Presenter,Co-Author), Utah State University, a02457559@usu.edu;
Paula Almeida, Graduate Student, Utah State University, Deaf Education. I was born in Ecuador and came to Miami, Florida in 2003. I love my two cats Chai and Thyme. I went to Florida International University and obtained a bachelor's in early childhood education. After this I became a kindergarten teacher and enjoyed teaching for many years. I am currently at the Debbie School, teaching children who are deaf and hard of hearing. I have a passion for teaching the young ones, and I want to be there to help guide them forward.?
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
Cindy Larsen
(Co-Presenter,Co-Author), USU Sound Beginnings, cindy.larsen@usu.edu;
Cindy Larsen, Graduate Student, Utah State University, Deaf Education. Cindy previously worked in an elementary school setting for 12 years as a reading aide and as an art/substitute teacher. She graduated with her 2nd Bachelors degree in Communicative Disorders and Deaf Education from Utah State University and is pursuing a M.Ed. in deaf education at USU.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
Dorie Noll
(Co-Presenter,Co-Author), Utah State University, dorie.noll@usu.edu;
Dr. Dorie Noll is a deaf educator and Listening and Spoken Language Specialist, Auditory-Verbal Educator (LSLS Cert. AVEd). She is an Education Specialist in Listening Spoken Language in the Communicative Disorders and Deaf Education Department at Utah State University. Over the past 17 years, Dr. Noll has worked with children and families as an early intervention provider and teacher at Central Institute for the Deaf, mentored graduate students and early career teachers of the deaf, presented nationally and internationally, and researched the role of caregiver coaching in early intervention services for deaf children learning to listen and speak. She has planned and implemented workshops for local teachers and healthcare professionals in Vietnam and Mongolia with the Global Foundation for Children with Hearing Loss and is a member of AG Bell Association for the Deaf and Hard of Hearing’s Global Matters Committee. Dr. Noll has a young adult son who is deaf and uses a cochlear implant.
ASHA DISCLOSURE:
Financial -
• Receives Salary for Employment from Utah State University.
Nonfinancial -
• Has a Professional
(Global Matters committee member)
relationship for Volunteer membership on advisory committee or review panels.
• Has a Personal
(Parent leader)
relationship for Other volunteer activities.
AAA DISCLOSURE:
Financial -
Financial relationship with Utah State University, AG Bell Association for the Deaf or Hard of Hearing, Hands & Voices.
Nature: Faculty member and Co-PI on two OSERS grants at USU, member of AG Bell Global Matters Committee, Chapter Leader for Hands & Voices.
Nonfinancial -
No relevant nonfinancial relationship exists.